Use pauses and a steady rate so a listener follows the message
When to use this goal
For students whose speech is fast, irregular, and run together (cluttering), with collapsed syllables and listeners often asking them to repeat. The strategy is pacing with pauses and a steadier rate. Base the choice on the SLP's fluency evaluation, which separates cluttering from stuttering.
- Baseline
- Record a retell and a reading and rate the first 10 utterances for pacing (pauses at boundaries, syllables present, rate the listener can follow). Count how many times a listener needs a repeat. Note whether the student is aware of the rate; many are not, which shapes the first step.
- Tips
- The first 10 utterances are the opportunities. Score correct when the utterance has phrase pauses and complete syllables, judged by the SLP against a model the student knows. Recording and playing back is the main teaching tool, since self-awareness is usually the first need. If stuttering co-occurs, write both plans with the student so pacing does not become a demand for fluency.
- Limits
- Pacing judgments are subjective; the same listener should score. Cluttering often comes with language and attention needs that other goals should address. The template does not diagnose cluttering; that is the SLP's evaluation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-018.
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Goal
By the annual IEP review date, during a 3-minute retell or explanation to the SLP, the student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Speech Fluency (Stuttering).
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Speech Fluency (Stuttering)
- Baseline
- 3 of 10 opportunities.
- Annual goal366 characters
- By the annual IEP review date, during a 3-minute retell or explanation to the SLP, the student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a 3-minute retell or explanation to the SLP
- Behavior
- The student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 3-minute retell or explanation to the SLP, the student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.